Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain.
Int J Environ Res Public Health. 2020 May 21;17(10):3637. doi: 10.3390/ijerph17103637.
Recently, there has been a proliferation of technopedagogical practices, based on the application of active teaching and learning processes through the use of information and communication technologies (ICT). The main objective of this work is to analyse the impact of training action through the use of augmented reality in physical education for the development and acquisition of spatial orientation, as opposed to more traditional training based on the exhibition method. The methodology developed is quantitative, through a quasi-experimental design post-test in 140 high school students in the field of physical education. The results indicate that all of the dimensions show a very high, significant relationship. The greatest difference in average is observed in motivation. In contrast, the smallest difference, although significant, is observed in the grades given by the teachers themselves. It can be concluded that the method of teaching through augmented reality is effective in teaching high school students in the subject of physical education, especially for the acquisition of spatially oriented content.
最近，基于应用信息和通信技术（ICT）开展积极的教学和学习过程，技术教学实践大量涌现。这项工作的主要目的是分析通过在体育教育中使用增强现实进行培训对发展和获得空间定向的影响，而不是基于展示方法的更传统的培训。所开发的方法是定量的，通过对 140 名体育教育领域的高中生进行准实验设计后测。结果表明，所有维度都显示出非常高的、显著的关系。在动机方面，平均差异最大。相比之下，虽然显著，但教师自己给出的分数差异最小。可以得出结论，通过增强现实进行教学的方法在教授高中生体育学科方面是有效的，特别是在获得空间定向内容方面。
